Comparing and Contrasting Quality Frameworks Using Research on High-Probability Requests with Young Children

Autor/inn/en	Hardy, Jessica K.; McLeod, Ragan H.; Sweigart, Chris A.; Landrum, Timothy
Titel	Comparing and Contrasting Quality Frameworks Using Research on High-Probability Requests with Young Children
Quelle	In: Infants and Young Children, 35 (2022) 4, S.267-284 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardy, Jessica K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000223
Schlagwörter	Case Studies; Research Methodology; Probability; Compliance (Psychology); Young Children; Standards; Evidence Based Practice; Risk; Research Problems; Guidelines; Professional Associations; Comparative Analysis + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Research method; Forschungsmethode; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Frühe Kindheit; Standard; Risiko; Forschungskritik; Richtlinien
Abstract	The purpose of this study was to compare and contrast frameworks for evaluating methodological rigor in single case research. Specifically, research on high-probability requests to increase compliance in young children was evaluated. Ten studies were identified and were coded using 4 frameworks. These frameworks were the Council for Exceptional Children Standards for Evidence-based Practices, What Works Clearinghouse, Risk of Bias Assessment for Single Subject Experimental Designs, and Single Case Analysis and Review Framework. Significant differences were found across frameworks, both in the rating of rigor and the study effects. Implications for determining high-quality research and effective practices are discussed. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01